Paper Information

Journal:   SOCIAL RESEARCH   WINTER 2014 , Volume 6 , Number 4; Page(s) 109 To 123.
 
Paper: 

THE IMPACT OF USING INFORMATION-GAP ACTIVITIES ON IMPROVING EFL ELEMENTARY LEARNERS’ WILLINGNESS TO COMMUNICATE

 
 
Author(s):  FATEMIPOUR HAMIDREZA*, NOURMOHAMMADI AZAM
 
* ENGLISH LANGUAGE TEACHING DEPARTMENT, COLLEGE OF PERSIAN LITERATURE AND FOREIGN
 
Abstract: 

The present study focuses on different information-gap activities, and their effect on learners’ willingness to communicate. More specifically, this study examines the effect of jigsaw, missing-information, and finding the differences activities on the learners’ willingness to communicate. Using non-probability sampling, Ket (Key English Test) was administered as test of homogeneity to select the research subjects. A total of 60 participants above the age of 13 who were at the elementary level participated in this study. The subjects were assigned to three experimental groups. A questionnaire was also administered to measure the learners’ willingness to communicate with the WTC scale, as a pretest at the first session of the term. The treatment included the application of the three information-gap activities, in the three experimental groups, and at the end, the same questionnaire was applied as the post-test. The obtained results showed that there were significant differences regarding the effects of information-gap activities on learners’ WTC.

 
Keyword(s): INFORMATION-GAP ACTIVITIES, JIGSAW, MISSING-INFORMATION, FINDING THE DIFFERENCES, WILLINGNESS TO COMMUNICATE
 
References: 
 
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